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Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System

Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System

Mahnane Lamia, Laskri Mohamed Tayeb
Copyright: © 2012 |Volume: 7 |Issue: 4 |Pages: 12
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781466614802|DOI: 10.4018/jwltt.2012100101
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MLA

Lamia, Mahnane, and Laskri Mohamed Tayeb. "Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System." IJWLTT vol.7, no.4 2012: pp.1-12. http://doi.org/10.4018/jwltt.2012100101

APA

Lamia, M. & Tayeb, L. M. (2012). Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 7(4), 1-12. http://doi.org/10.4018/jwltt.2012100101

Chicago

Lamia, Mahnane, and Laskri Mohamed Tayeb. "Domain Ontology and Hermann Brain Dominance Instrument Model for Personalized E-Learning Hypermedia System," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 7, no.4: 1-12. http://doi.org/10.4018/jwltt.2012100101

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Abstract

A number of adaptive e-learning hypermedia systems (AEHS) have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: lack of maintenance adaptation to learning style, less attention was paid to thinking styles and the insertion of specific teaching strategies into learning content. This paper proposes an AEHS model based on thinking styles and domain ontology. The experiment was completed in three phases for both experimental and control groups. In the first phase all the students were informed that they will participate in an experimental process. The students received a short introduction on how to use the system and to create a user account for login purposes into the system. Then, information about thinking styles categories were given to the experimental group and were asked to complete the questionnaire. In the second phase, the students followed regularly the lessons until the completion of the course; meanwhile taking a quiz at the end of each lesson. In the third phase, learners followed a link to do the post-test.

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